Dr. M.'s Feedback: I was unable to upload the Word doc (???) so I will return it with your rubric. 4/9/13
Roles:
Teacher - Charlotte Odom
Librarian - Andrea Brown
Learning Outcomes: Excellent selection except I am not sure how 1(A) in social studies fits.
TEKS: §113.16. Social Studies, Grade 5, (b) Knowledge and skills. (1) History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The student is expected to: (A) explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain; (2) History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to: (A) identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War and the Boston Tea Party; (B) identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period; and (C) summarize the results of the American Revolution, including the establishment of the United States and the development of the U.S. military.
§110.16 Language Arts and Reading, Grade 5, (b) Knowledge and skills. (23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic. §110.10 Reading and Comprehension Skills, Grade 5, (C) Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions)
AASL Standards, Strand, and Indicators: Even though there are many I could insert here, I think these sum up our objectives the strongest 1) Inquire think critically, and gain knowledge: 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry 3) Share knowledge and participate ethically and productively as members of our democratic society 3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting on the learning. Since students are making notes: 2.1.2 Organize information so it is useful.
Motivation of Collaborators:
How it began:Since students will be reading the novel, The Storyteller by Patricia Reilly Giff in their AVID Reading class, the teacher has approached the librarian for help on locating resources that allow students to gain background knowledge about aspects of the Revolutionary War in order to frame the time period and set a purpose for reading. Motivation for Partnership:Because students are in an AVID class that promotes college readiness, and also since students will be promoted to middle school next year, the teacher wants give students more opportunities where students research and present their findings to a formal audience. The teacher's motivation for partnership is knowing that the library is the place where the librarian along with resources and technology will ensure students' preparation for higher grade levels. The librarian's motivation for partnership is knowing her reference skills and knowledge of helpful resources will not only satisfy teacher and student needs but will translate into further uses for the library school wide. Where lesson will take place:The lesson will take place in the library. See the scenario feedback.
Instructional Goals and Standards:
Grade Level: Upper Elementary (5th Grade)
Content Area(s): English Language Arts/Reading
Initial Goal(s): Students will use background knowledge to relate to life during the Revolutionary War.
Initial Objective(s): 1. Use the background knowledge they gathered to understand new text. 2. Make notes from websites and print resources. 3. Identify important events of the Revolutionary War. 4. Share important events of the Revolutionary War with formal audience (classmates, teacher, principal). Check your verbs. Select the best verb and locate it on Bloom's taxonomy. Schedule for Future Planning Sessions: (Charlotte's Available Time Schedule) (Andrea's Available Time Schedule)
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
3/28 After 4:00 Phone Call @ 4:53 pm *Discuss scenario and beginnings of the lesson
3/29 Anytime Anytime Phone Call @ 4:30 *Discussed order of lesson and possible objectives.
3/30 Anytime Anytime
3/31 After 3:00 After 6:00
4/1 After 4:00 After 6:00
4/2 After 4:00
4/3 After 4:00
4/4 After 4:00
4/5 Planning Form Due After 4:00 Anytime
4/6 (Begin Working
on Lesson Plan) Anytime Anytime
4/7 After 1:00pm After 6:00
4/8 After 4:00 After 6:00
4/9 After 4:00
4/10 After 4:00
4/11 After 4:00
4/12 (Plan to have the first 9
components completed) After 4:00 After 4:00
4/13 Anytime (Except 1:00 to 5:00pm) Anytime Phone Call @ 8:20 pm *Discussed looking at feedback and respond- ing with revisions
4/14 After 1:00pm After 6:00
4/15 After 4:00 After 6:00
4/16 After 4:00
4/17 After 4:00
4/18 After 4:00
4/19 (Plan to have day one &
two complete) After 4:00 After 4:00
4/20 Anytime Anytime Discussed the combining of days 2 & 3 on the lesson plan template. Discussed adding other components to the lesson plan as well.
4/21 After 1:00pm After 6:00
4/22 After 4:00 After 6:00
4/23 After 4:00
4/24 After 4:00
4/25 (Plan to have day
three and reflection complete.
Review lesson) After 4:00
Strengths Brought by Andrea: As the librarian and a former teacher, I can help with lesson design, especially in the area of anticipatory set design as well as reflection questions and cues. I also have excellent reference skills and can offer a wide variety of print and web resources to help align any grade level to content area standards and AASL standards.
Strengths Brought by Charlotte: As the teacher, I know the TEKS that need to be taught and I know what TEKS my students have not mastered. I am also aware of my students reading levels, background knowledge, and interest. I am organized and know time frame which my students can stay focused and on task.
How the Administrator will be informed of this planning process: 1) Teacher turns in lesson plans weekly to the principal. This collaborative lesson time is highlighted for the principal to see. 2) The principal is given an invitation by students to the formal presentation. 4)The principal is reminded of the teacher/librarian collaboration and is invited to a formal presentation of life during the Revolutionary War. How about saying... The principal is invited to see students formally present/teach the class what they've learned from their research?
See comments on rubric.
Collaborative Planning Form
Media Center Collaboration Form(To Be Filled Out By Teacher With Librarian)
Teacher Name:Charlotte Odom Date(s) / Period(s) Scheduled: Course Name &/Or Grade Level(s): 5th Grade (How about just choosing one class here... I put AVID in our scenario because I know that in AVID/Vanguard/College Readiness Classes, students will be doing a plethora of things they would not necessarily get to do in a regular reading or history class. In this way, they can pull from aspects of both of those classes here. Number of students involved: 20Timeline:Three Days (45 minutes each) Unit Title project supports: Revolutionary War TEKS supported by this lesson: §113.16. Social Studies, Grade 5,
(b) Knowledge and skills.
(1) History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The student is expected to:
(A) explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain;
(2) History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to:
(A) identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War and the Boston Tea Party;
(C) summarize the results of the American Revolution, including the establishment of the United States and the development of the U.S. military.
§110.16 Language Arts and Reading, Grade 5,
(b) Knowledge and skills.
(23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic.
§110.10 Reading and Comprehension Skills, Grade 5,
(C) Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions)
AASL Standards, Strand, and Indicators: Even though there are many I could insert here, I think these sum up our objectives the strongest 1) Inquire think critically, and gain knowledge: 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry 3) Share knowledge and participate ethically and productively as members of our democratic society 3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting on the learning.
Expectations for Classroom Teacher: The teacher is expected to provide students with a KWL Chart, Visual Presentation Choice Board, and both an Evaluator and Self-Assessment/Teacher Rubric appropriately throughout the course of the lessons. In addition, before library research is conducted, the teacher is expected to have successfully created a motivation for learning by reading The 18 Penny Goose by Sally Walker as an anticipatory set to researching aspects of the Revolutionary War. Furthermore, the teacher is responsible for creating student groups and assisting with monitoring groups throughout the research process. At the completion of the project, the teacher is also expected to complete the Library Collection Evaluation Form as closure of the collaboration process.
Expectations for Library Media Specialist(s): The librarian is expected to provide the collaborative planning form and schedule the initial time of planning with the teacher after the teacher has asked for help. In addition, the librarian is expected to pre-evaluate both print and online resources with the teacher before students arrive at their scheduled time in the library, making sure that all equipment is available for use and suitable for student and teacher needs as well as provide extra materials needed such as paper, pencils, highlighters, note cards, etc. Furthermore, the librarian is expected to briefly review "The Big 6" research steps with students as well as make students cite resources correctly and contribute to lessons as a coteacher, helping monitor groups and being a close available resource while students are gaining exposure to utilizing the library as a research environment.
Attach a copy of the assignment given to the students, or describe the assignment in detail:
Final product required of the students: Students will present their findings formally to the class.
Special Requests (specific types of books, magazines, using electronic resources such as the Internet, orientation as lead in to lesson, etc.): Internet access for students, books concerning the Revolutionary War
_Reserve materials
_Notification to Public Library
YES_Books from local collection
YES_Internet resources
_Books from ILL
_Database Use Which ones?
YES_Computer use/Printer use
Library Media Collection Evaluation Form (To be filled out after lesson)
Lesson Title:
TEKS Objectives:
Goal:
1=poor; 2= below average; 3=average
4=above average; 5= excellent
Variety of media (print & non-print)
1 2 3 4 5
Materials are current (as required by topic)
1 2 3 4 5
Materials are relevant
1 2 3 4 5
Materials are in acceptable condition
1 2 3 4 5
Enough material available for # of students
1 2 3 4 5
Materials span reading/viewing/listening levels of students
1 2 3 4 5
1 2 3 4 5
Average of Above Ratings
Deficiencies in Materials Noted:
Activities:
Evaluation:
Notes and comments:
Relevance to Student's Lives:After this lesson, students will have a greater understanding of our country and the founding fathers. Students will be able to have a greater appreciation for their freedom in America. In addition, students will able to increase their comprehension of the setting and characters of the novel and make connections between time periods of then and now as well as between characters within the story in relationship to their own lives and purpose.
Responsibilities for gathering or creating resources:Teacher = 18 Penny Goose by Sally Walker (which will be read in class) Evaluator Slip, KWL chart, Visual Presentation Choice Board, Reflection Questions and Cues, Self-Assessment/Teacher Rubric, class set of The Storyteller by Patricia Reilly Giff, (We can assume that the book room has the class set of Storyteller and I will upload the KWL chart, Evaluator Slip, and Choice Board, but I think in a typical situation wouldn't teachers provide these elements? I shifted this down based on what I've experienced in the past, but feel free to change it back if you want to) Librarian = possible extra copies of The Storyteller, other nonfiction books about the Revolutionary War
Please note the rich resources requirement on the A.4.2. Collaborative Lesson Plan Rubric.
Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
The teacher is responsible for creating student groups and assisting with monitoring groups throughout the research process.
The librarian is expected to briefly review "The Big 6" research steps with students as well as make students cite resources correctly and contribute to lessons as a coteacher, helping monitor groups and being a close available resource while students are gaining exposure to utilizing the library as a research environment.
Technology Tools Intergration:Students will be using computers with internet access to research certain topics of the Revolutionary War
Materials:Student Computers, Paper, Pencils, Highlighters, Note cards, The Storyteller by Patricia Reilly Giff (class set), and 18 Penny Goose by Sally Walker, nonfiction books about the Revolutionary War
Scenario & Planning Form:
Draft:Final Copy:
Dr. M.'s Feedback: I was unable to upload the Word doc (???) so I will return it with your rubric. 4/9/13
Roles:
Teacher - Charlotte OdomLibrarian - Andrea Brown
Learning Outcomes: Excellent selection except I am not sure how 1(A) in social studies fits.
TEKS:
§113.16. Social Studies, Grade 5,
(b) Knowledge and skills.
(1) History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The student is expected to:
(A) explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain;
(2) History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to:
(A) identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War and the Boston Tea Party;
(B) identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their motivations and contributions during the revolutionary period; and
(C) summarize the results of the American Revolution, including the establishment of the United States and the development of the U.S. military.
§110.16 Language Arts and Reading, Grade 5,
(b) Knowledge and skills.
(23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic.
§110.10 Reading and Comprehension Skills, Grade 5,
(C) Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions)
AASL Standards, Strand, and Indicators:
Even though there are many I could insert here, I think these sum up our objectives the strongest
1) Inquire think critically, and gain knowledge:
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry
3) Share knowledge and participate ethically and productively as members of our democratic society
3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting on the learning.
Since students are making notes:
2.1.2 Organize information so it is useful.
Motivation of Collaborators:
How it began: Since students will be reading the novel, The Storyteller by Patricia Reilly Giff in their AVID Reading class, the teacher has approached the librarian for help on locating resources that allow students to gain background knowledge about aspects of the Revolutionary War in order to frame the time period and set a purpose for reading.Motivation for Partnership: Because students are in an AVID class that promotes college readiness, and also since students will be promoted to middle school next year, the teacher wants give students more opportunities where students research and present their findings to a formal audience. The teacher's motivation for partnership is knowing that the library is the place where the librarian along with resources and technology will ensure students' preparation for higher grade levels. The librarian's motivation for partnership is knowing her reference skills and knowledge of helpful resources will not only satisfy teacher and student needs but will translate into further uses for the library school wide.
Where lesson will take place: The lesson will take place in the library.
See the scenario feedback.
Instructional Goals and Standards:
Grade Level: Upper Elementary (5th Grade)Content Area(s): English Language Arts/Reading
Initial Goal(s): Students will use background knowledge to relate to life during the Revolutionary War.
Initial Objective(s):
1. Use the background knowledge they gathered to understand new text.
2. Make notes from websites and print resources.
3. Identify important events of the Revolutionary War.
4. Share important events of the Revolutionary War with formal audience (classmates, teacher, principal).
Check your verbs. Select the best verb and locate it on Bloom's taxonomy.
Schedule for Future Planning Sessions:
(Charlotte's Available Time Schedule)
(Andrea's Available Time Schedule)
After 4:00
Phone Call @ 4:53 pm
*Discuss scenario and
beginnings of the lesson
Anytime
Anytime
Phone Call @ 4:30
*Discussed order of lesson and
possible objectives.
Anytime
Anytime
After 3:00
After 6:00
After 4:00
After 6:00
After 4:00
After 4:00
After 4:00
After 4:00
Anytime
on Lesson Plan)
Anytime
Anytime
After 1:00pm
After 6:00
After 4:00
After 6:00
After 4:00
After 4:00
After 4:00
components completed)
After 4:00
After 4:00
Anytime (Except
1:00 to 5:00pm)
Anytime
Phone Call @ 8:20 pm
*Discussed looking at
feedback and respond-
ing with revisions
After 1:00pm
After 6:00
After 4:00
After 6:00
After 4:00
After 4:00
After 4:00
two complete)
After 4:00
After 4:00
Anytime
Anytime
Discussed the combining
of days 2 & 3 on the
lesson plan template.
Discussed adding other
components to the
lesson plan as well.
After 1:00pm
After 6:00
After 4:00
After 6:00
After 4:00
After 4:00
three and reflection complete.
Review lesson)
After 4:00
After 4:00
Planning Form (Link): Collaborative Planning Form
Strengths Brought by Andrea: As the librarian and a former teacher, I can help with lesson design, especially in the area of anticipatory set design as well as reflection questions and cues. I also have excellent reference skills and can offer a wide variety of print and web resources to help align any grade level to content area standards and AASL standards.
Strengths Brought by Charlotte: As the teacher, I know the TEKS that need to be taught and I know what TEKS my students have not mastered. I am also aware of my students reading levels, background knowledge, and interest. I am organized and know time frame which my students can stay focused and on task.
How the Administrator will be informed of this planning process: 1) Teacher turns in lesson plans weekly to the principal. This collaborative lesson time is highlighted for the principal to see. 2) The principal is given an invitation by students to the formal presentation. 4)The principal is reminded of the teacher/librarian collaboration and is invited to a formal presentation of life during the Revolutionary War. How about saying... The principal is invited to see students formally present/teach the class what they've learned from their research?
See comments on rubric.
Collaborative Planning Form
Media Center Collaboration Form(To Be Filled Out By Teacher With Librarian)
Teacher Name:Charlotte Odom
Date(s) / Period(s) Scheduled:
Course Name &/Or Grade Level(s): 5th Grade (How about just choosing one class here... I put AVID in our scenario because I know that in AVID/Vanguard/College Readiness Classes, students will be doing a plethora of things they would not necessarily get to do in a regular reading or history class. In this way, they can pull from aspects of both of those classes here.
Number of students involved: 20 Timeline:Three Days (45 minutes each)
Unit Title project supports: Revolutionary War
TEKS supported by this lesson:
§113.16. Social Studies, Grade 5,
(b) Knowledge and skills.
(1) History. The student understands the causes and effects of European colonization in the United States beginning in 1565, the founding of St. Augustine. The student is expected to:
(A) explain when, where, and why groups of people explored, colonized, and settled in the United States, including the search for religious freedom and economic gain;
(2) History. The student understands how conflict between the American colonies and Great Britain led to American independence. The student is expected to:
(A) identify and analyze the causes and effects of events prior to and during the American Revolution, including the French and Indian War and the Boston Tea Party;
(C) summarize the results of the American Revolution, including the establishment of the United States and the development of the U.S. military.
§110.16 Language Arts and Reading, Grade 5,
(b) Knowledge and skills.
(23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic.
§110.10 Reading and Comprehension Skills, Grade 5,
(C) Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions)
AASL Standards, Strand, and Indicators:
Even though there are many I could insert here, I think these sum up our objectives the strongest
1) Inquire think critically, and gain knowledge:
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry
3) Share knowledge and participate ethically and productively as members of our democratic society
3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting on the learning.
Expectations for Classroom Teacher: The teacher is expected to provide students with a KWL Chart, Visual Presentation Choice Board, and both an Evaluator and Self-Assessment/Teacher Rubric appropriately throughout the course of the lessons. In addition, before library research is conducted, the teacher is expected to have successfully created a motivation for learning by reading The 18 Penny Goose by Sally Walker as an anticipatory set to researching aspects of the Revolutionary War. Furthermore, the teacher is responsible for creating student groups and assisting with monitoring groups throughout the research process. At the completion of the project, the teacher is also expected to complete the Library Collection Evaluation Form as closure of the collaboration process.
Expectations for Library Media Specialist(s): The librarian is expected to provide the collaborative planning form and schedule the initial time of planning with the teacher after the teacher has asked for help. In addition, the librarian is expected to pre-evaluate both print and online resources with the teacher before students arrive at their scheduled time in the library, making sure that all equipment is available for use and suitable for student and teacher needs as well as provide extra materials needed such as paper, pencils, highlighters, note cards, etc. Furthermore, the librarian is expected to briefly review "The Big 6" research steps with students as well as make students cite resources correctly and contribute to lessons as a coteacher, helping monitor groups and being a close available resource while students are gaining exposure to utilizing the library as a research environment.
Attach a copy of the assignment given to the students, or describe the assignment in detail:
Assignment_3.3_Scenario.docx
Final product required of the students: Students will present their findings formally to the class.
Special Requests (specific types of books, magazines, using electronic resources such as the Internet, orientation as lead in to lesson, etc.): Internet access for students, books concerning the Revolutionary War
Library Media Collection Evaluation Form (To be filled out after lesson)
Lesson Title:
TEKS Objectives:
Goal:
Deficiencies in Materials Noted:
Activities:
Evaluation:
Notes and comments:
Relevance to Student's Lives: After this lesson, students will have a greater understanding of our country and the founding fathers. Students will be able to have a greater appreciation for their freedom in America. In addition, students will able to increase their comprehension of the setting and characters of the novel and make connections between time periods of then and now as well as between characters within the story in relationship to their own lives and purpose.
Responsibilities for gathering or creating resources: Teacher = 18 Penny Goose by Sally Walker (which will be read in class) Evaluator Slip, KWL chart, Visual Presentation Choice Board, Reflection Questions and Cues, Self-Assessment/Teacher Rubric, class set of The Storyteller by Patricia Reilly Giff, (We can assume that the book room has the class set of Storyteller and I will upload the KWL chart, Evaluator Slip, and Choice Board, but I think in a typical situation wouldn't teachers provide these elements? I shifted this down based on what I've experienced in the past, but feel free to change it back if you want to) Librarian = possible extra copies of The Storyteller, other nonfiction books about the Revolutionary War
Please note the rich resources requirement on the A.4.2. Collaborative Lesson Plan Rubric.
Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
The teacher is responsible for creating student groups and assisting with monitoring groups throughout the research process.
The librarian is expected to briefly review "The Big 6" research steps with students as well as make students cite resources correctly and contribute to lessons as a coteacher, helping monitor groups and being a close available resource while students are gaining exposure to utilizing the library as a research environment.
Technology Tools Intergration: Students will be using computers with internet access to research certain topics of the Revolutionary War
Materials: Student Computers, Paper, Pencils, Highlighters, Note cards, The Storyteller by Patricia Reilly Giff (class set), and 18 Penny Goose by Sally Walker, nonfiction books about the Revolutionary War
Teacher Resources:
Cornell Note KWL Chart:
Visual Presentation Choice Board:
Evaluator Slip (Each sheet makes 6 squares):
Reflection Questions and Cues:
Self-Assessment/Teacher Rubric: